Using Visual Media to Teach TEKS 9.17.10

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This ppt presentation is from the session "Using Visual Media to Teach TEKS" presented at ESC-Region 20's Library Resource Roundup, September 17, 2010 by Teresa Diaz & Ellen Hagan, NEISD/San Antonio, TX.

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  • Visual Literacy:Based on the concept that visual images are a language, VL is: Ability to understand and create images (Gangwer, Visual Impact, Visual Teaching)
  • “We do not see with our eyes. We see with our brains.” –John Medina, Brain RulesWe become visually literate by…Visually DECODING = translating the content & meaning of visual imageryVisually ENCODING = expressing thoughts and ideas in visual form-------------------------------------Image credits:MorguefileBlued Eye: http://www.morguefile.com/archive/display/524279http://mrg.bz/9GRmbJBrain scan (brain01): http://www.morguefile.com/archive/display/24363http://mrg.bz/i7MZEv
  • FACT: Approximately 65 percent of the population are visual learners.
  • FACT: The brain processes visual information 60,000 faster than text.
  • FACT: 90 percent of information that comes to the brain is visual.Visual problem solving—taps into higher-level thinking skills
  • FACT: Visual aids in the classroom improve learning by up to 400 percent.Study done: Text & oral presentations—much less efficient for retaining certain types of information:Orally = 10% retention, tested 72 hours after exposureAdd a picture = 65% retention, 72 hours later!(Source: Medina, John. Brain Rules. Pear Press, 2008.)
  • SO…how does VM instruction connect with TEKS?Technology TEKS (6-8): 10.A, 10.D 11.A-B ELAR:Knowledge and Skills Statement: Media Literacy“Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.”TEKS (6-8): 13A, 13B, 13C, 13DSocial Studies (6): 21A, 22, 23(7): 21A, 21C, 21D, 21F, 22, 23(8): 30A, 30C, 30D, 30F, 31, 32Science: Scientific Reasoning and investigations strand(6-8): 3A
  • These are the basic TEKS that most directly mention/relate to teaching visual/media literacy.However, visual media can be used to teach practically ANY content-area TEK across the curriculum. Incorporating visual media and teaching media literacy is also a strong component of…- 21stCentury Skills- AASL Standards- NETS Standards for students- CCRS: College and Career Readiness StandardsDifferentiated Instruction Multiple Intelligences Brain-based teaching/learningPuzzle Pieces – Open Clip Art Libraryhttp://www.openclipart.org/detail/81277Multiple Intelligences clip art:http://www.childfirst.com.cn/gifs/en_soundcurr05.gifwww.childfirst.com.cn/pages/en_unique.html
  • Visual Analog: What you can see  What you thinkPerceptions = informed by our observationsObservations = informed by 5 sensesArticulate = using 5 sensesVisual media—can help address TEKS that are problematic:InferencingConnotation Objective vs. Subjective
  • Confirmable visual data = evidence in an imageDescribe image as if the listener cannot see…5W’s = Questioning/Response modelNothing is too obviousStart Big—then go smallYou can always “get there” (ID the purpose of the object/image)—but start by LOOKINGCan always start out with something familiar to practice analysis techniqueChange ROLES/HATS of observer: Ask…what would a COP say is going on?
  • http://picturingamerica.neh.gov/
  • Forms touse—These can be used to help students do some pre-thinking/pre-writing before discussing an image together as a classlinks/attachments on wiki for the documentsPrimary Source Analysis tool – LOCSTW Chart – attachment on wiki
  • From Picturing America Collection: James Karales: Selma-to-Montgomery March for Voting Rights in 1965  Partner Activity: Viewer & Sketcher—see next slides for sketches
  • Drawings from partner pair & sketch activity: Viewers & Sketchers - Choose two images for this activity - Have students pair up, and explain that they will take turns in the roles of viewer and sketcher - Viewer: Sees the image and describes it orally to the sketcher - Sketcher: Has back to image/does not see the image, and draws what the viewer describes to the sketcher—as accurately as possible, but only based on what the viewer shares with the sketcher - Show the first image once the sketcher’s back is turned away from projector screen - The viewer then describes what s/he sees while the sketcher draws
  • Drawings from partner pair & sketch
  • Graphic Novels are also useful for visual instruction—take panels and have students make inferences, even phrase them in the form of a TAKS question…
  • You can also cover or remove a panel, and have students create the missing link of the action. TOON DOO is also a great free tool for students to use to create their own comic strips or books.
  • This is the link to the wiki that includes additional instructional resources, lesson ideas, and more!
  • Where can you find great images/visual media? Some resources follow.
  • Also another site called Jigsaw planet http://www.jigsawplanet.com/?m=p&id=73ecc33a404d97b8
  • Using Visual Media to Teach TEKS 9.17.10

    1. 1.
    2. 2.
    3. 3.
    4. 4.
    5. 5. 90%<br />
    6. 6. 400%<br />
    7. 7. TEKS<br />???<br />
    8. 8. Technology TEKS (6-8): 10.A, 10.D 11.A-B <br />ELAR(6-8): 13A, 13B, 13C, 13D<br />Knowledge and Skills Statement: Media Literacy<br />“Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.”<br />Social Studies:<br />(6): 21A, 22, 23<br />(7): 21A, 21C, 21D, 21F, 22, 23<br />(8): 30A, 30C, 30D, 30F, 31, 32<br />Science (6-8): 3A<br />Scientific Reasoning and Investigations Strand<br />
    9. 9.
    10. 10. <ul><li>No judgments and no wrong answers
    11. 11. Must objectively describe what they see (5W’s)
    12. 12. Cannot say “clearly” / “obviously” </li></ul>Use three open-ended questions:<br />What's going on in this picture?<br />What do you see that makes you say that?<br />What more can we find?<br />3 Facilitation Techniques:<br />Paraphrase comments neutrally.<br />Point at the area being discussed.<br />Link contrasting and complementary comments.<br />Students are asked to:<br />Look carefully at image.<br />Talk about what they observe.<br />Back up their ideas with evidence.<br />Listen to and consider the views of others.<br />Discuss many possible interpretations.<br />Intro Video Example<br />Visual Analysis<br />Video Example<br />
    13. 13.
    14. 14.
    15. 15.
    16. 16.
    17. 17.
    18. 18. The Search {Graphic Novel} <br />Based on the selection, the reader can tell that in the last frame, the mother is— <br />
    19. 19. The Search {Graphic Novel} <br />?<br />
    20. 20. Resources, lesson ideas, & more<br />
    21. 21. Locate ?<br />
    22. 22.
    23. 23.
    24. 24.
    25. 25. Discovery<br />Education<br />Images<br />
    26. 26.
    27. 27.
    28. 28. Web 2.0 <br />Tools<br />
    29. 29. Glogster<br />
    30. 30. voicethread<br />
    31. 31. B<br />M<br />U<br />S<br />E<br />U<br />M<br />O<br />X<br />
    32. 32. mosaickr<br />
    33. 33. Jigsaw Planet<br />
    34. 34. Google Earth<br />Sunrise Earth<br />
    35. 35. National Archives Digital Vaults<br />
    36. 36. ToonDoo<br />
    37. 37.
    38. 38. http://teachingwithmedia.wikispaces.com<br />
    39. 39. Credits<br />Coral Photo: Shutterstockhttp://www.faqs.org/photo-dict/phrase/596/coral.html<br />Candles Photo: KlearchosKapoutsisFlickr Creative Commons http://www.flickr.com/photos/klearchos/2790338867/sizes/m/in/photostream/<br />Blued Eye: Morguefile<br />http://www.morguefile.com/archive/display/524279<br />http://mrg.bz/9GRmbJ<br />Brain scan (brain01): Morguefile<br />http://www.morguefile.com/archive/display/24363<br />http://mrg.bz/i7MZEv<br />Puzzle Pieces – Open Clip Art Library<br />http://www.openclipart.org/detail/81277<br />Multiple Intelligences clip art:<br />http://www.childfirst.com.cn/gifs/en_soundcurr05.gif<br />www.childfirst.com.cn/pages/en_unique.html<br />Heuvel, Eric. The Search. New York: Farrar, Straus, Giroux, 2009.<br />

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